PHYSICAL   STANDARDS 
'OR   BOYS    AND   GIRLS 

BY 
CHARLES  K.  TAYLOR,  M.  A. 


cv 

435        aylor   - 
-121 


Southern  Branch 
of  the 

University  of  California 

Los  Angeles 


Form  L-l 

GV 
435 
T21 


This  book  is  DUE  on  the  last  date  stamped  below 


JAN  5     1925 


JUL  261921 
SEP  19  ff£8 
OCT  2  6  192ft 

»  WU 


1938 


-- 


OCTH    1928 
i  I 


i      1925 
JAN  2     1930 

MAY  13  1930 
Mi'\l  0 

Form  L-9-5m-5, 


MAR  2 


2    1952: 

61957 


The  most  perfect  hoy.  physically,  in  5,500.  A  flfteen- 
year  Htuyvesant  High  School  (New  York  City)  pupil, 
who  began,  at  12.  with  a  poorly-developed,  flabby 
physique,  with  a  score  of  about  7K.  and  attained  15O 
in  three  years. 


Physical    Standards    for    Boys 
and   Girls 

A  handbook  for  the  use  of  school 
physical  directors,  medical  inspectors, 
Boy  Scout  leaders,  and  parents. 

by 
Charles  K.  Taylor,  M.A. 

Director  of  the  Department  of  Standards,   Carteret  Academy. 

Orange,  N.  J.  Author  of  "Character  Development", 

"Physical  Examination  and  Training",  etc. 


THE  ACADEMY  PRESS 

Carteret  Place,  Orange,  N.  J. 

1922 

*D 


5214- 


Copyright  1922 
By  Chas.  K.  Taylor 


PRINTED   BY   LEFAX.   PHILA. 


GV 

435" 


<  TABLE  OF  CONTENTS 

H 

Page 
,  *  Chapter  One 

Theory 3 

Chapter  Two 

Standardizing  Boys 11 

I'   Chapter  Three 

Standardizing  Girls 19 

Chapter  Four 

Organization 23 

Chapter  Five 

The  Standardizing 30 

Tables  of  Measurements 36 

Final  Reminders  for  Scoring 51 

Appendix 53 


CHAPTER  ONE 

THEORY 

The  tables  of  measurements  contained  in 
this  hand-book  are  based  on  the  anthropological 
fact  that  there  is  more  than  one  normal  type  of 
human  physique.  This,  of  course,  does  not  agree 
with  the  popular  theory  that  there  is  only  one 
normal  type  of  build,  and  that  this  is  the  general 
average  of  all  builds.  On  this  theory  we  have 
tables  of  average  weights  for  children  of  different 
heights  and  ages,  with  the  emphasized  statement 
that  those  who  range  in  weight  less  than  7  per-cent 
below  the  general  average  for  their  age  and  height 
must  be  sub-normal  in  some  manner,  possessing 
malnutrition,  perhaps,  or  other  ill  or  defect. 

Now  these  tables  have  been  gained  through 
an  immense  amount  of  very  praiseworthy  effort. 
Children  have  been  weighed  by  the  thousand  in 
order  to  gain  the  averages.  And  as  averages  they 
are  exceedingly  authoritative.  Not  only  so,  but 
by  the  circulation  of  these  tables  throughout  the 
country,  with  much  very  valuable  propaganda 
against  malnutrition  and  other  remediable  ills  and 
defects,  a  great  deal  of  effective  attention  has 
been  directed  towards  the  problems  concerning 
nutrition  generally,  and  as  concerns  the  school- 
child  in  particular,  to  the  great  benefit  of  the 
child. 


But  by  focussing  attention  on  those  who 
happen  to  be  under  the  7  per-cent  limit  of  weight- 
difference  already  mentioned,  we  are  actually 
unjust  in  two  cases.  That  is,  we  are  apt  to 
class  as  physically  subnormal  children  who  are 
normally  and  healthily  slender,  and  whom  no 
feeding  of  any  rational  kind  would  make  any 
heavier,  unless  it  be  considered  desirable  to 
produce  merely  "fat"  children.  Besides  judging 
physically  sub-normal  children  who  are  normally 
and  hereditarily  slender,  we  also  are  apt  to  ignore 
the  fact  that  a  child  may  be  up  to  average  weight, 
and  still  be  subnormal  physically.  Such  a  child 
may  have  serious  defects,  and  may  even  have 
malnutrition,  and  yet  be  safe  within  the  7  per- 
cent limit.  Yet  this  child,  by  the  average  weight 
standards,  would  be  judged  favorably,  while  the 
healthy,  slender  child  would  be  dubbed  "under- 
weight," and  perhaps  be  given  an  unhealthy 
interest  and  an  anxiety  in  his  or  her  weight  for 
which  there  would  be  no  justice  or  reason.  Not 
only  so,  but  the  average-weight  child,  or  even 
the  child  that  is  over  the  average-weight,  may 
have  a  miserable  physical  development,  be  flabby, 
may  lack  stamina,  and  possess  far  less  health- 
stamina  than  the  wiry,  active,  slender  child. 

And  that  brings  us  to  a  definition  of  "under- 
weight." This  term  is  so  often  used  that  we 
will  do  well  to  make  its  definition  clear.  The 
popular  meaning,  fostered  by  tables  of  average 
weights  that  have  been  sent  broadcast,  is  this:— 


A  child  is  "underweight"  if  his  or  her  weight  is 
more  than  7  per-cent  below  the  general  average 
weight  for  the  same  age  and  height. 

We  oppose  that  definition  strenuously.  It 
neglects  the  fact  that  it  is  as  normal  for  some  to 
be  slender,  and  others  to  be  stocky,  as  for  still 
others  to  come  somewhere  between  these  two 
extremes.  Therefore,  we  suggest  this  definition:— 
A  child  is  "underweight"  when  his  or  her  weight 
is  below  what  it  should  be  FOR  THAT  INDI- 
VIDUAL'S TYPE  OF  BUILD.  How  can  you 
tell,  then,  by  comparing  a  child's  measurements 
with  those  given  in  tables  of  standards  whether 
there  is  "underweight"  or  not?  You  can  not. 
You  can  judge  whether  a  child  is  underweight  or 
not  only  by  means  of  a  medical  examination.  If 
such  an  examination,  carefully  done,  results  in  a 
judgment  that  a  child  has  malnutrition,  or  some 
other  serious  ill  or  defect,  then  you  can  well 
believe  that  the  child's  weight  is  below  what  it 
should  be  FOR  THAT  CHILD'S  TYPE  OF 
BUILD.  If,  however,  the  medical  examination 
finds  no  serious  fault,  if  the  child  is  shown  to  pos- 
sess good  health  and  has  a  reasonably  well  de- 
veloped physique,  then  you  may  feel  assured 
that  the  child's  weight  is  correct  for  that  child's 
type  of  build,  whether  the  child  be  slender  or 
stocky,  or  near  the  general  average. 

Unfortunately  it  is  too  customary  to  judge 
merely  by  a  child's  weight.  So  it  is  we  find 
whole  towns  stating  that  a  third  of  their  children 


have  "malnutrition,"  or  that  they  are  "under- 
weight" or  the  like,  while  the  fact  is  that  they 
did  nothing  but  weigh  the  children,  and  found, 
as  was  to  be  expected,  that  there  was  a  wide 
variation,  from  slender  to  stocky. 

It  is  time,  therefore,  that  we  refuse  to  accept 
a  mere  weight  comparison  in  lieu  of  a  medical 
examination.  Let  us  insist  on  a  medical  exam- 
ination for  each  child,  with  proper  measures  for 
all  that  suffer  from  curable  or  improvable  ills 
and  defects.  Child-welfare  workers,  medical  ex- 
aminers, and  school  nurses  will  find  that  they 
have  fewer  slender  children  to  care  for,  but  that 
they  will  find  many  among  the  average  weight, 
or  over-weight,  seriously  needing  attention,  so 
that  their  hitherto  magnificent  work  will  have 
even  a  broader  scope  than  before! 

Let  us  make  emphatic,  then,  what  should 
be  the  first  step  when  we  decide  to  take  an  effec- 
tive interest  in  the  physical  well-being  of  the 
children  in  a  school,  or  in  a  school  system.  Let 
us  insist  on  a  medical  examination  for  each  child, 
and  on  this  examination  let  us  base  our  judgments 
as  to  malnutrition  and  other  ills,  and  let  us  remedy 
all  ills  and  defects  as  rapidly  as  possible.  There 
is  no  need  to  detail  such  matters.  The  medical 
and  nursing  staffs  connected  with  our  schools 
are  becoming  increasingly  more  competent. 

Then  for  the  next  step.  When  children  are 
found  healthy,  or  made  reasonably  healthy,  we 
should  see  to  it  that  they  are  given  a  muscular 


development  corresponding  to  their  type  of  build. 
The  value  of  a  strong  musculature  is  greater 
than  many  suppose.  It  not  only  impels  the 
possessor  into  beneficial  exercise,  but  there  seems 
to  be  a  relationship  between  physical  and  mental 
efficiency.  Here  is  an  example — without  going 
into  complicated  coefficients  of  correlation.  A 
few  years  ago  the  writer  calculated  the  physical 
standards,  according  to  the  method  herein  de- 
scribed, of  the  boys  in  The  Speyer  School,  an 
experimental  public  school  run  jointly  with  Teach- 
ers College,  New  York  City.  159  boys  were 
taken  into  one  grade,  and  these  159  divided  in- 
to 7  classes,  on  a  basis  of  intelligence,  this  latter 
judged  through  the  most  painstaking  intelligence 
tests  and  corrected  by  class-room  experience. 
The  most  intelligent  class  was  called  "Al,"  the 
next  "A2."  and  so  on,  down  to  "A7."  In  Al 
over  half  of  the  class  had  the  hundred  physical 
standard  or  better.  In  A7  not  one  boy  came 
to  100.  The  writer  has  found  a  similar  result 
in  studying  all  the  boys  of  13  years  in  a  large 
public  school.  They  were  distributed  from  the 
8B  grade  down  to  4A.  And  although  there  were 
exceptions,  as  a  general  rule  the  higher  the  grade 
the  higher  the  physical  score — as  might  be 
expected.  Now  it  is  very  true  that  bright  school 
children  are  sometimes  found,  who  make  splendid 
"reports"  for  a  while,  and  who  obviously  are  miser- 
ably developed.  But  these  are  the  exception. 
The  effective  mentality,  in  the  long  run,  seems  to 


go  with  the  effective  physique.  Furthermore,  the 
writer  in  many  cases  has  observed  a  class-room 
improvement  following  a  marked  increase  in 
physical  score. 

One  more  note  on  the  same  subject.  The 
Singerley  (public)  school,  of  Philadelphia,  tried 
out  the  height-weight  system  for  two  years.  At 
the  end  of  that  time  the  principal  reported  not 
only  a  markedly  better  behavior  record  in  that 
school,  but  the  highest  percentage  of  promotions 
in  the  history  of  the  school.  The  average  phys- 
ical score,  in  the  two  years,  had  increased  from 
93  to  99. 

In  general,  it  is  probably  very  safe  to  claim 
that  there  is  a  relationship  between  mental  and 
physical  efficiency,  and,  not  only  so,  but  very 
probably  between  physical  efficiency  and  char- 
acter stamina.  The  writer  has  observed  some 
very  remarkable  transformations  of  character 
coming  with  the  development  of  a  flabby  muscular 
development  into  a  hard  and  efficient  one.  The 
very  expression  of  the  face  seems  to  change, 
taking  on  firmer  and  stronger  lines. 

But  outside  these  particular  reasons,  well 
developed  muscles  are  valuable  in  themselves, 
making  their  possessor  more  ready  to  meet  many 
emergencies  requiring  physical  fitness  and  rapid 
co-ordination,  and  stimulating  their  owner  to 
take  part  in  out-door  games  and  sports  that 
mean  so  much  for  health  and  all-around  develop- 
ment. 

10 


A  Slender,  Medium,  and  Heavy  Type  boy.  Not 
one  has  a  physical  flaw,  each  one  representing  an 
hereditary  family  type.  This  being  so,  would  it  not  be 
absurd  to  judge  the  first  and  third  boys  by  the  standard 
set  by  the  second  one? 


Yet  it  is  amazing  how  few  schools  and  how 
few  school  systems  are  effectively  interested  in 
physical  development.  It  is  likely  that  we  have 
all  been  paying  so  much  attention  to  mere  weight 
that  development  has  been  seriously  neglected. 
Yet  development  is  far  too  important  a  matter 
to  leave  to  chance.  It  is  worthy  of  our  most 
serious  attention.  Let  us,  therefore,  bother  a  good 
deal  less  about  the  weight  of  healthy  children, 
but  see  to  it,  as  we  have  said,  that  they  are  given 
a  physical  development  proportional  to  their  type 
of  build. 

One  great  fault  of  the  general  average  idea 
is  that  it  provides  a  standard  impossible  of  attain- 
ment, not  only  to  the  normally  slender,  but  also 
to  the  normally  stocky.  True  it  is,  we  are  rather 
inclined  to  stuff  the  one  and  to  starve  the  other, 
in  a  completely  hopeless  attempt  to  force  them 
to  change  their  hereditary  types  of  build  and  ap- 
proximate the  average.  But  there  is  no  reason 
to  believe  that  even  this  average  is  ideal.  The 
statistician  of  the  Metropolitan  Life  Insurance 
Company  assured  the  writer  that  it  is  the  slender, 
the  so-called  "underweight,"  who  are  the  longest 
lived! 

It  is  unfair,  then,  to  compare  the  measure- 
ments of  children  with  standards  that  are  im- 
possible for  them  to  approximate.  The  only 
fair  judgment,  then,  is  in  comparison  with  an 
attainable  and  satisfactory  standard  for  the  same 
type  of  build. 

The  tables  of  standards  contained  herein  are 
arranged  on  this  basis.  That  is,  they  provide 

11 


for  five  grades  of  build,  ranging  from  slender  to 
stocky  or  "heavy."  They  represent  nearly  twelve 
years  of  study.  Over  5000  healthy  boys  alone 
were  studied  and  measured  and  their  measure- 
ments ranged  into  the  tables.*  The  tables  for 
girls  are  based  on  a  smaller  number  of  individual 
measurements,  and  so  are  not  as  satisfactory  as 
the  writer  would  like  to  have  them.  They  have 
been  given  thorough  trial,  however,  and  subse- 
quently gained  data  will  make  little  change,  and, 
as  with  the  tables  for  boys,  they  will  be  found 
very  illuminating  in  obtaining  a  judgment  as  to 
a  girl's  physical  development. 

As  healthy  children  only  were  used,  the 
measurements  run  a  little  over  the  general  aver- 
age, as  might  be  supposed.  But  then  the  writer 
sees  no  reason  for  making  the  average  the  ideal. 
It  is  well  to  strive,  in  physical  development,  for 
something  better  than  the  average,  and  the 
writer  made  it  a  special  point  to  incorporate 
into  the  tables  measurements  of  as  many  par- 
ticularly well  developed  children  as  he  could 
find.  So,  though  the  measurements  given  are 
over  the  average,  they  are  quite  attainable  for 
children  of  the  various  types,  and  so  provide  a 
goal  that  is  not  an  impossible  one,  as  is  the  gen- 
eral average  standard  both  for  the  normally 
under-average  and  normally  over-average  weights. 


•Tentative  tables  were  first  published  in  the  American  Magazine, 
and  then,  successively,  and  constantly  improving,  in  two  books  "The 
Physical  Examination  and  Training  of  Children."  John  C.  Winston  Co.. 
and  "The  Boys'  Camp  Manual."  Century  Co. 

12 


CHAPTER  TWO 

STANDARDIZING  BOYS 

Few  medical  examiners  and  physical  directors 
realize  in  full  the  effect  upon  a  boy  of  being  meas- 
ured. This  process  alone  is  a  great  stimulus 
toward  an  interest  in  physical  development  and 
training.  It  doubtless  goes  back  to  the  primi- 
tive desire  to  be  strong. 

Measuring  a  boy,  then,  is  the  first  step  in 
developing  an  effective  interest.  The  next  step 
is  to  use  the  love  of  competition  that  is  an  innate 
quality,  and  one  that  can  be  used  in  many  ways 
as  a  direct  aid  in  worth-while  educational  matters. 
There  are  some,  of  course,  who  decry  competi- 
tion in  any  form.  It  is  just  as  sensible  to  con- 
demn many  wholly  innocent  games  merely  be- 
cause they  can  be  used  for  gambling  purposes. 
Some  competitions  are  doubtless  undesirable,  but 
a  competition  in  things  that  are  worth  while  brings 
out  the  very  best  exertions  and  often  high  qual- 
ities of  character.  Life  itself  is  a  competition  of  the 
most  serious  kind,  and  those  who  would  bring 
up  a  boy  unacquainted  with  competition  in  any 
form  might  prepare  him  for  some  far  distant, 
lovely  and  etherial  existence,  but  he  would  not 
be  prepared  for  this  world! 

We  are  used,  of  course,  to  competitive  effort 
in  sports,  and  this  must  be  handled  with  care. 

13 


But  an  immense  amount  of  good  can  be  done  by 
putting  physical  improvement  on  a  competitive 
basis,  and  this  is  something  that  can  be  done  by 
the  height-weight  method  of  scoring. 

It  is  the  custom  of  many  schools  where 
physical  measurements  are  taken,  to  send  home, 
every  spring,  reports  concerning  the  increases  in 
those  measurements,  and  term  them  "gains." 
Now  a  boy  may  have  increased  all  over  and  may 
have  lost  in  physical  development  instead  of 
gained.  It  has,  however,  been  exceedingly  diffi- 
cult to  separate  increases  due  to  mere  growth 
from  those  due  to  actual  improvement.  This  is 
something  that  can  be  done  through  the  height- 
weight  system. 

When  a  boy  is  taller  and  heavier  after  a 
period  of  time  has  gone  by,  then  all  of  his  other 
measurements  must  have  increased  in  propor- 
tion if  he  is  to  have  even  the  same  score  he  started 
with,  because  of  his  growth  in  height  and  weight 
he  will  be  judged  by  a  proportionally  higher 
standard  than  before.  The  requirements  for  all 
the  other  measurements  have  increased  in  pro- 
portion to  his  height-weight  gains.  If,  however, 
the  boy's  score  has  actually  increased,  then  you 
know  that  some  or  all  of  these  other  measure- 
ments have  increased  BEYOND  that  required 
by  proportional  growth,  and  you  have  an  actual 
improvement  registered. 

This,  then,  makes  possible  two  competitions 
in  a  school,  or  between  schools.  The  strong 

14 


boys,  who  could  not  improve  very  much,  no 
matter  what  they  did,  can  compete  for  the  high- 
est score,  and  the  boys  with  the  worst  physiques 
have  the  best  chance  in  the  "improvement" 
competition,  the  per-cent  of  gain  being  the  de- 
termining factor.  That  is,  a  boy  may  begin 
with  the  low  score  of  75  and  increase  to  90.  This 
would  give  him  a  gain  of  20  per-cent,  a  very  fine 
gain  indeed.  The  writer  has  seen  a  gain  of  over 
40  per-cent  during  a  school  year. 

It  helps  materially  to  maintain  interest  if 
boys  who  have  measurements  below  standard 
can  report,  at  fairly  frequent  intervals,  and  see 
if  they  have  made  up  the  deficiency,  or  at  least 
see  if  they  are  gaining.  With  the  above  competi- 
tions instituted,  and  with  frequent  reports  made 
possible,  amply  sufficient  interest  is  aroused  to 
keep  the  great  majority  of  deficient  boys  steadily 
at  work,  and  they  will  do  their  special  exercises 
at  home,  faithfully,  for  months  at  a  time!  Few 
except  physical  trainers  would  believe  how  great 
an  interest  can  be  aroused  by  so  simple  a  process, 
how  easily  it  can  be  maintained,  and  how  effec- 
tive in  results,  not  only  physically,  but  in  other 
important  ways. 

The  writer  saw,  a  few  years  ago,  an  amazingly 
interesting  competition  of  this  kind,  between 
four  public  schools  of  a  large  city.  The  judge 
was  Dr.  R.  Tait  McKenzie,  Physical  Director  of 
the  University  of  Pennsylvania.  In  each  school 
the  five  boys  having  the  highest  score  were  on 

15 


hand,  with  hundreds  of  their  school-mates  to 
cheer  them.  The  event  was  held  in  a  fortunately 
very  large  Y.  M.  C.  A.  gymnasium.  The  first 
five  boys  stood  in  a  row,  stripped,  and  Dr.  Mc- 
Kenzie  selected  the  boy  with  the  best  develop- 
ment, explaining  in  what  ways  he  was  superior 
to  the  other  four.  Five  boys  from  the  second 
school  stood  before  him,  and  again  the  best  one 
of  the  five  was  selected.  A  complete  silence 
reigned  among  the  great  crowd  of  school-boys 
present,  and  a  round  of  hand-clapping  when  the 
best  developed  boy  of  each  five  was  chosen. 
Finally  Dr.  McKenzie  had  before  him  four  boys, 
each  one  the  best  in  his  own  school.  The  juvenile 
audience  broke  loose  with  cheers  and  stampings  as 
Dr.  McKenzie  finally  selected  the  best  one  of  the 
four — as  fine  a  looking  specimen  of  boyhood  as 
could  be  imagined — an  8B  grade  boy  of  thirteen. 

Does  one  have  to  detail  the  effect  of  such  an 
exhibition  and  of  such  competitions  in  the  schools 
themselves?  The  principals  of  the  schools  con- 
cerned commented  not  only  on  the  steady  interest 
in  physical  training,  and  its  effect  upon  smoking— 
which  was  given  up,  and  corner-lounging — which 
gave  place  to  hiking,  and  upon  other  and  worse 
failings,  but  also  the  excellent  effect  on  the  tone 
of  the  whole  school,  and  even  a  marked  effect 
upon  the  routine  class-room  work. 

It  might  be  feared  that  such  a  program, 
however  fine,  might  require  the  services  of  too 
many  instructors.  This  is  not  the  case.  After 

16 


A  wonderfully  developed  13-year  boy  (Medium  Type) 
who  won  an  inter-grammar-school  "best  physique" 
competition,  with  a  score  of  135,  the  judge  being  Dr.  R. 
Tait  McKenzie,  of  the  University  of  Pennsylvania. 

Heigh't,  61  inches;  weight,  97  pounds.  The  ideal  is 
not  over-development,  but  sufficient  and  symmetrical 
development. 


1  2 

This  12-year  boy,  stimulated  by  photograph  compe- 
tition, and  fairly  frequent  measuring,  carried  on  simple 
exercises  at  home,  and  made  the  indicated  improve- 
ment in  about  5  months. 


the  boy  has  had  his  medical  examination,  and  is 
given  his  physical  score,  all  the  instructor  has 
to  do,  usually,  is  to  describe  what  exercises  will 
aid  in  removing  the  "minuses"  and  in  converting 
them  into  "plusses."  The  boys  will  do  the  rest 
at  home.  They  will  want  to  do  it.  And  they 
will  do  it  effectively.  This,  of  course,  does  not 
apply  so  thoroughly  to  corrective  work  of  a  more 
serious  nature.  Exercises  in  such  cases  must  be 
prescribed  by  specialists.  We  are  referring  par- 
ticularly to  exercises  that  may  be  done  by  the 
boys  in  order  to  bring  their  physical  development 
up  to  a  satisfactory  standard  for  their  height 
and  weight. 

THE  TABLES 

The  tables  will  be  found  arranged  for  five 
gradations  of  build,  ranging  from  slender  to 
heavy.  There  could  well  be  other  tables  filling 
in  between  each  pair  of  these,  but  in  a  great 
majority  of  cases  these  bring  the  height-weight 
combinations  very  close  to  those  of  a  great 
majority  of  boys. 

Let  it  be  emphasized  that  these  tables  are 
for  use  with  children  who  are  healthy.  When  a 
child  has  malnutrition,  or  other  ill  serious  enough 
to  affect  weight  and  general  well-being,  then  it  is 
likely  that  the  child's  weight  is  not  correct  FOR 
THAT  CHILD,  so  the  first  step  is  to  remove  all 
causes  of  ill-health.  Only  when  this  is  done 
should  we  plan  to  bring  the  development  of  a 
child  to  what  it  should  be. 

17 


Besides  muscular  development  the  matter  of 
posture  must  receive  much  consideration.  Now 
very  often  a  bad  posture  is  the  result  of  a  weak 
muscular  development,  and  all  the  talking  in  the 
world  will  not  help  very  much.  Development  of 
the  muscles  involved,  however,  will  often  have 
the  desired  effect,  and  this,  plus  the  stimulus  of 
not  too  frequent  remark  and,  particularly,  an 
occasional  exhibition  of  a  good  and  bad  example 
of  posture,  will  accomplish  the  desired  end. 

Another  very  strong  appeal  to  a  boy  to  work 
for  a  better  posture  and  a  better  all-around  de- 
velopment is  gained  through  the  profile  photo- 
graph. A  number  of  schools  have  had  great 
success  through  the  use  of  this  adjunct.  The 
plan  is  to  photograph  all  the  boys  in  a  school, 
wearing  no  more  than  running-pants  or  tights, 
taking  the  profile  view,  and  then  posting  them  all 
where  the  boys  can  see  them  and  compare  them. 
The  writer  has  found  it  good  economy  to  take 
six  or  seven  boys  at  a  time  on  a  5  by  7  plate. 

The  result  is  that  boys  having  bad  posture, 
or  inadequate  development,  or  both,  are  seriously 
annoyed  to  see  what  they  look  like  when  com- 
pared with  boys  of  good  posture  and  develop- 
ment. It  appeals  directly  to  a  strong  primitive 
desire  to  be  strong,  and  is  very  effective  in  develop- 
ing a  real  ambition  to  be  physically  perfect.  It 
has  been  found  very  effective,  too,  to  re-photo- 
graph boys  who  have  made  marked  improvement, 
and  to  replace  their  old  photograph  with  the  new 

18 


one.  Frames  can  be  made  cheaply  which  allow 
the  rapid  insertion  and  removal  of  individual 
photographs. 

So  much  for  the  general  theory  of  the  height- 
weight  system,  and  for  the  means  that  can  be 
used  to  arouse  and  maintain  an  interest  in  physical 
development.  It  might  be  mentioned  briefly 
that  the  interest  thus  aroused  gives  the  physical 
trainer,  the  medical  inspector,  and  the  principal 
of  the  school,  an  influence  of  great  strength  that 
can  be  used  very  effectively  in  making  appeals  for 
moral  cleanliness  and  good  habits  generally.  It 
is  extremely  likely  that  sex-hygiene  teaching  in 
schools  does  much  more  harm  than  good.  It 
is  based  on  a  false  theory — the  theory  that  a 
knowledge  of  "facts"  will  affect  behavior.  It 
will  do  nothing  of  the  kind.  The  drunkard 
knows  all  the  "facts"  against  his  drinking,  and 
the  thief  all  the  "facts"  against  his  stealing,  but 
the  one  will  drink  and  the  other  steal  until  their 
ideals  change.  A  boy  will  be  morally  decent  if  he 
is  given  high  ideals.  And  a  thorough  interest  in 
physical  training,  backed  by  steady  and  rational 
participation  in  out-door  games  and  sports,  will 
make  unnecessary  any  worry  concerning  morals. 
Ideals  and  physical  training  are  the  solution! 

A  physical  trainer  who  believes  his  work 
concerns  nothing  but  physical  training  is  losing 
sight  of  one  of  his  greatest  fields  of  usefulness. 
Because  of  the  interest  a  normal  boy  takes  in  such 
work,  that  of  the  physical  trainer  can  be  an 

19 


influence  of  unusual  power,  one  that  can  be  used 
very  definitely  and  directly  in  aiding  a  boy  to 
develop  good  habits,  to  abandon  bad  ones,  and  to 
work  towards  healthy,  self-respecting  manhood 
and  good  citizenship! 

It  is  not  the  province  of  this  handbook  to 
take  up  the  question  of  games  and  sports,  but  this 
point  must  always  be  emphasized — there  is  far 
more  benefit  in  a  variety  of  out-door  games  and 
sports,  rationally  managed,  than  in  all  the  indoor 
gymnastics  and  basket-ball  in  the  world.  It  is 
true  that  boys  are  likely  to  specialize  in  one  kind 
of  out-door  sport,  and  this  may  be  one  not  bring- 
ing a  well-rounded  development,  and,  too  often, 
physical  directors  are  likely  to  let  the  general 
good  suffer  for  the  sake  of  a  winning  first  team. 
Nor  are  the  physical  directors  always  to  blame, 
for  often,  no  matter  how  well  the  director  brings 
along  the  great  majority  of  his  boys,  his  reputa- 
tion, if  not  his  very  position,  depends  on  what  he 
does  with  the  one  team.  And  this  despite  the 
great  deal  of  open  criticism  that  has  been  made 
on  the  subject. 

Unfortunately,  for  the  great  mass  of  city 
school  children  there  is  little  possibility  of  any 
general  acquaintance  with  the  best  out-door 
sports,  and  restricted  school-yards  present  few 
possibilities.  But  even  these  must  be  used,  and 
games  appropriate  for  narrow  quarters  utilized, 
so  that  at  least  some  organized  open-air  play  can 
be  brought  to  aid  in  the  all-around  physical 
development  of  children. 

20 


CHAPTER  THREE 

STANDARDIZING   GIRLS 

In  general,  the  same  theories  apply  to  the 
standardization  of  girls  that  apply  to  boys.  We 
must  first  assure  ourselves  of  the  girl's  health 
before  we  can  attempt  to  obtain  a  reliable  physical 
score. 

Several  important  factors  come  into  play, 
when  the  physical  training  of  girls  is  considered, 
which  do  not  affect  that  of  boys — or  at  least 
to  a  very  small  degree. 

First  of  all,  the  average  girl  is  not  interested 
in  physical  development.  To  be  strong  does  not 
appeal  nearly  as  much  as  her  appearance.  To 
be  sure,  this  is  beginning  to  give  way,  particularly 
in  high  schools  and  private  schools,  because  of 
the  increasing  interest  that  older  girls  are  taking 
in  athletic  sports.  And  this  latter  is  encouraging, 
for  it  shows  that  there  is  no  inherent  reason  why  a 
girl  should  not  be  given  an  interest  in  muscular 
development,  and  the  present  lack  of  interest  is, 
likely  enough,  the  result  of  custom  and  lack  of 
opportunity.  And  the  writer  has  known  girls 
as  young  as  twelve  to  be  very  aggressively  in- 
terested in  such  matters,  and  to  start  a  process 
of  training  that  was  carried  on  for  two  or  three 
years  with  a  steadiness  that  resulted  in  a  splendid 
physical  development. 

21 


In  general,  however,  it  takes  time  to  arouse  a 
general  interest  of  this  kind,  and  such  a  matter  as 
physical  measuring  can  usually  be  taken  up  only 
after  a  year  or  two  of  education  and  encourage- 
ment. It  can  be  done,  however,  with  excellent 
results,  as  the  records  of  some  high  schools  and 
private  academies  show. 

It  is  well,  then,  unless  you  are  very  sure  of 
your  group,  not  to  begin  a  physical  measuring 
process  off  hand,  without  warning  and  an  educa- 
tional process  planned  to  arouse  interest  in  the 
subject.  Under  ten  years  there  are  no  difficulties 
to  speak  of,  and  it  may  be  considered  good  policy 
to  begin  with  the  younger  ones  and  continue  the 
process  with  their  group  and  the  succeeding  ones 
as  they  pass  through  the  school,  and  the  very 
fact  of  such  a  procedure  taking  place  with  younger 
girls  is  apt  to  influence  the  older  ones  favorably. 

Different  methods  apply  to  different  kinds 
and  types  of  schools  and  to  different  kinds  of 
communities.  It  is  here  that  the  judgment  of 
the  principal  must  decide. 

The  second  important  factor  concerns  the 
standards  themselves.  The  plan  cannot  be  as 
simple  as  that  which  serves  well  for  boys  and 
young  men.  For  instance,  suppose  a  girl  is  54 
inches  tall.  She  may  be  pre-adolescent,  adolescent, 
or  post-adolescent.  Her  age  cannot  always  help 
in  judging  which.  Very  obviously  a  set  of  stand- 
ards suitable  for  pre-adolescent  girls  will  not  do 
at  all  for  physically  mature  girls  of  the  same 

22 


height,  or  even  of  the  same  height  and  age.  The 
whole  type  of  build  has  changed  markedly. 

So,  if  we  can  use  five  sets  of  standards  for 
boys,  ranging  from  slender  to  heavy,  we  must 
use  at  least  ten  sets  of  standards  for  girls,  allow- 
ing five  each  for  the  pre-adolescent  and  post- 
adolescent.  We  might  even  provide  a  third  set  of 
five  for  the  adolescent  stage,  though  in  practice 
we  find  that  the  two  sets  do  quite  well,  and  these 
two  sets  are  given  in  this  handbook. 

With  girls  the  question  of  posture  is  much 
more  serious  than  with  boys.  Not  only  does  the 
average  girl's  lack  of  exercise  have  its  effect,  and 
the  way  many  girls  have  of  curling  up  the  same 
way  on  chairs  and  lounges,  but  many  purposely 
take  a  slouching  posture  as  a  kind  of  pose. 
But  a  girl  can  be  appealed  to  very  strongly  if 
she  is  shown  conclusively  the  effect  of  bad  pos- 
ture on  appearance,  and  this  can  be  done  by 
actual  example,  or  even  by  photographs.  As 
with  boys,  however,  if  the  proper  muscles  are 
developed — if  the  muscles  of  the  back,  abdomen, 
and  across  the  shoulders  are  made  hard  and  firm, 
a  girl  or  boy  will  tend  to  assume  a  good  posture. 
Posture  is  so  important  a  matter  in  many  ways 
that  in  school  competitions  for  best  build,  posture 
should  be  made  to  count,  too,  so  that  in  the  case  of 
two  contestants  with  the  same  score  the  one  with 
the  better  posture  should  be  given  the  award. 

With  girls,  as  with  boys,  the  interest  in 
competition  can  be  used  to  a  worth  while  degree, 

23 


even  if  not  with  so  strong  an  effect — competitions 
for  best  build,  for  the  benefit  of  those  already 
strong,  and  for  highest  per-cent  of  improvement, 
for  those  of  poor  build. 

As  with  boys,  the  physical  director  can  come 
to  a  close  relationship  with  a  girl  and  can  be  of 
immense  aid  during  the  trying  years  of  a  girl's 
development,  not  only  physically,  but  mentally 
and  morally. 


CHAPTER  FOUR 

ORGANIZATION 

A  school  organization,  of  whatever  size,  should 
provide  both  for  an  experienced  medical  examiner 
and  a  physical  trainer.  This  is  a  most  serious 
proposition  in  rural  schools,  it  is  true,  though  here 
and  there  rural  districts  are  combining  forces, 
and  with  the  use  of  motor  busses,  children  from 
quite  a  large  area  are  able  to  attend  first  class 
schools,  and  such  schools  can  make  adequate 
provision  for  such  matters.  The  small,  one-room 
rural  school,  however  much  it  may  need  such 
attention,  is  too  often  largely  dependent  on  the 
gratuitous  aid  of  some  good-natured  physician 
and  on  such  physical  training  as  the  one  teacher 
can  give.  The  handicaps  under  which  such  schools 
labor,  are,  however,  receiving  more  and  more  at- 
tention, so  that  before  long  it  may  become  a  prev- 
alent custom  to  have  medical  inspectors  and 
physical  trainers  who,  by  automobile,  can  care  for 
quite  a  large  area. 

Too  often,  when  a  school  is  fortunate  enough 
to  have  both  a  medical  inspector  and  a  physical 
director,  there  is  too  little  co-operation  between 
the  two.  The  physical  director  should  not  only 
have  access  to,  but  be  very  familiar  with,  the 
records  made  by  the  physician,  for  very  often 
the  special  exercises  and  the  sports  and  games 

25 


have  to  be  modified  very  much  to  fit  the  needs  of 
children  who  are  laboring  under  various  diffi- 
culties, some  of  which  would  not  be  obvious  to 
the  physical  director.  In  such  hard  driving  games 
as  basket-ball,  and  in  running  events,  an  intimate 
knowledge  of  the  medical  records  is  vitally  neces- 
sary. Basket-ball  particularly  has  an  evil  record 
when  used  by  children  of  the  fast-growing  age. 
No  boy  or  girl  should  play  it  at  all  unless  the 
heart  is  absolutely  sound,  and  even  then  the 
play  should  be  limited  to  very  short  periods,  with 
frequent  rests.  This  game  requires  a  maximum 
of  sustained  effort  and  is  the  cause  of  no  little 
heart  enlargement. 

Again,  medical  examiners  often  find  faults 
that  may  be  remedied  at  home,  through  chang- 
ing or  improving  the  diet,  by  giving  a  child  more 
sleep,  or  something  of  the  kind.  These  faults 
are  too  often  recorded  by  the  examiners — and  then 
nothing  is  done  about  it.  Fortunately,  here  and 
there,  the  school  nurse  has  become  a  real  and 
effective  institution,  and  where  they  are  we  can 
be  more  sure  of  a  co-operation  between  the  medical 
examiner,  the  school  and  the  home,  making  for  a 
rapid  elimination  of  remediable  ills  and  a  much 
higher  percentage  of  children  who  are  in  good 
health. 

It  is  to  be  remembered  that  the  use  of  the 
height-weight  system  of  standards  depends  on 
this  very  matter — the  bringing  of  all  children 
as  near  as  possible  to  a  perfect  health  standard 

M 


first.  The  medical  examination  is  absolutely  es- 
sential, and  as  we  have  said  before,  it  is  essential 
for  all  children,  whatever  their  type  of  build  may 
be,  from  slender  to  heavy. 

The  recommendations  of  the  medical  exam- 
iner being  followed,  then,  and  the  physical  director 
being  acquainted  with  the  medical  records,  the 
measuring  of  the  children  can  be  carried  out  with 
some  significance.  When  schools  are  co-educa- 
tional, as  most  lower  schools  are,  then  the  com- 
bined efforts  of  trained  men  and  women  are  both 
needed  to  gain  the  measurements  and  physical 
scores  of  the  boys  and  girls.  The  records  should 
be  kept  on  individual  blanks  where,  under  the 
measurements  of  the  child,  can  be  placed  the 
standard  measurements  for  the  same  height  and 
weight,  and,  under  that,  the  points  added  or  sub- 
tracted depending  on  whether  the  child's  measure- 
ments go  above  or  below  the  standard.  The 
child  is  given  100  to  start  with.  With  boys 
shoulder-girth,  upper  arm  girth,  chest-girth  and 
calf  girth  have  J£  inch  counting  one  point.  Chest 
expansion  and  the  difference  in  girth  of  the  upper 
arm  when  contracted  count  1  point  for  each  y% 
of  an  inch  above  or  below  standard.  With  hips 
and  thighs  ^  inch  counts  1  point.  With  girls  the 
same  scoring  is  used,  only  that  with  hips  and 
thighs  1  inch  counts  a  point. 

When  the  scores  are  found,  it  is  effective  to 
have  the  scores  of  all  the  children  in  the  school 
posted  where  they  can  see  them,  and  after  each 

27 


score  should  be  indicated  just  where  the  minuses 
were  gained.  This  helps  the  child  to  focus  at- 
tention to  particular  needs,  and  also  aids  in  awak- 
ening the  spirit  of  emulation.  After  this  is  done, 
periods  can  be  set  when  a  child  can  report  for 
exercises  that  will  aid  in  getting  rid  of  the  minus 
quantities.  We  cannot  take  up  in  full  a  series  of 
such  exercises.  The  writer  has  already  done  so 
in  a  previous  text-book.  But  a  few  suggestions 
may  be  found  useful. 

The  best  exercises  for  making  up  deficiencies 
are  those  which  require  a  concentration  of  the 
mind  on  the  exercise.  An  exercise  that  will  do 
this  will  be  more  effective  than  weights,  dumb- 
bells, or  other  apparatus.  Such  exercises  are  the 
so-called  "resistance"  movements,  which  require 
that  one  set  of  muscles  be  opposed  by  another  set. 

SPECIAL  EXERCISES. 

For  instance,  here  is  a  powerful  exercise  for 
developing  biceps  and  triceps.  Place  the  hands, 
palm  to  palm,  in  front  of  the  chest,  with  the 
right  palm,  say,  facing  outward.  Force  the  right 
hand  straight  outward,  then,  against  a  firm  and 
steady  resistance  of  the  left  hand.  Resist  strong- 
ly* yet  allow  the  right  hand  to  go  outward  so  that 
the  right  arm  is  out  at  full  length  in  about  two 
seconds.  Then  have  the  left  hand  push  the 
right  hand  back  to  the  chest  again,  slowly  and 
resisting  strongly.  When  a  boy  is  doing  this, 
have  him  notice  how  the  right  triceps  and  left 

28 


biceps  are  being  used.  Then  reverse  the  hands, 
when  fatigue  begins,  and  push  outward  with  the 
left  hand.  Now  the  left  triceps  and  right  biceps 
are  obviously  being  used.  The  beauty  of  this 
and  similar  exercises  is  that  only  by  concentrat- 
ing the  mind  on  the  exercise  can  there  be  any 
resistance.  And  so  it  is  that  the  writer  has  found 
it  exceedingly  effective,  with  girls  as  well  as  boys, 
in  bringing  up  the  various  minus  quantities. 

Following  the  same  theory — clench  the  fingers 
of  the  hands  together,  raising  the  elbows  at  each 
side  the  height  of  the  shoulders,  then  let  the 
right  hand  pull  the  left  one  over  to  the  right  as 
far  as  possible,  then  let  the  left  hand  pull  the  right 
one  over  to  the  left  as  far  as  possible.  Continue 
till  fatigue  begins.  This  will  be  found  to  affect 
strongly  the  muscles  across  the  shoulders.  Here 
is  another,  helpful  when  the  shoulders  stoop 
forward  over  a  flattened  upper  chest.  Clench 
the  fists  in  front  of  the  chest  and  raise  elbows  to 
the  height  of  the  shoulders.  Now  slowly,  resist- 
ingly,  move  the  fists  upward  and  backward,  back 
past  the  ears  and  close  to  them.  Then  relax  and 
bring  them  forward  to  the  front  of  chest  again. 
Repeat  until  fatigue  begins.  It  will  be  observed 
with  such  exercises  that  they  bring  about  much 
less  heart-strain  than  is  the  case  with  the  more 
violent  exercises  commonly  in  use. 

For  chest  expansion  the  writer  suggests  a 
slight  modification  of  the  usual  breathing  exercise. 
Here  it  is:  First  count — raise  arms  straight 

29 


over  head.  Second  count — take  a  full  breath,  as 
full  as  possible.  Third  count — retain  air  and 
bring  arms  down  to  side  in  relaxed  position. 
Fourth  count — exhale.  It  has  been  found  that 
when  this  is  done  16  to  20  times,  three  times  a 
day,  low  chest  expansions  are  readily  improved. 

For  a  minus  in  calf-girth,  it  is  effective  to 
walk  a  block,  each  day,  without  letting  the  heels 
touch  the  ground.  This,  of  course,  is  not  a 
resistance  exercise  of  the  first  type,  but  as  fatigue 
is  likely  to  begin  rather  soon  with  it,  it  takes  real 
mental  effort  to  maintain  it  for  the  block.  Phy- 
sical directors  will  think  of  variations  of  the 
resistance  exercises  to  fill  the  various  needs. 

When  all  the  children  who  have  minuses 
have  reported,  and  have  had  special  exercises 
assigned  to  them,  they  can  be  told  how  soon 
they  may  report  to  learn  if  they  have  "gained." 
This  is  an  essential  means  for  sustaining  interest, 
and  sustained  interest  means  physical  improve- 
ment. At  this  time,  too,  the  principal  of  the 
school  can  announce  the  two  competitions — the 
one  for  physical  improvement  and  the  other  for 
highest  score.  This  latter  can  become  a  matter 
for  inter-school  competition.  One  such  competi- 
tion has  been  described.  This  is  one  that  would 
appeal  most  strongly  to  boys,  and  would  doubt- 
less be  difficult  to  organize  for  girls.  In  the  inter- 
school  competition  for  best-build,  the  five  boys 
having  the  five  highest  scores  would  represent  a 
school,  let  us  say,  and  the  judge  would  select  the 

80 


best  built  boy  of  all,  counting  not  only  the  boys' 
physical  scores,  but  their  posture,  their  symmetry, 
and  possibly  even  details  such  as  the  shape  of 
foot.  The  writer  remembers  seeing  a  competition 
among  boys  for  the  best  shaped  foot,  and  they 
learned  more  about  the  effect  of  badly  shaped  shoes 
and  pointed  toes  than  they  had  ever  dreamed  of. 
And  this  is  a  competition  that  would  benefit  girls 
more  than  boys,  for  most  boys  like  comfortable 
shoes,  with  plenty  of  room,  and  are  rather  more 
proud  of  wearing  large  shoes  than  the  reverse  ! 

Besides  working  for  physical  improvement 
only,  the  physical  scores  can  be  used  in  other 
ways.  For  instance,  some  schools  think  it  a 
mistake  to  give  honors  solely  for  class-room  work, 
and  feel  that  they  should  go  to  the  all-around  boy 
rather  than  to  the  scholastic  grind  only,  or  the 
lesson-hating  athlete  only.  So  it  is  that  honors 
might  include  the  physical  score,  or  the  per-cent 
of  improvement,  as  well  as  a  boy's  athletic  spirit 
and  his  good  comradeship. 

The  general  theory  being  now  described,  and 
the  machinery  for  carrying  it  out,  we  can  now 
come  to  the  actual  process  of  gaining  the  physical 
standards. 


31 


CHAPTER  FIVE 

THE  STANDARDIZING 

MEASURING.  Use  a  tape  that  will  not 
stretch.  Steel  is  preferable.  In  measuring  hold 
lightly.  There  is  a  tendency  to  pull  tightly  on 
a  tape,  and  as  the  flesh  is  easily  compressible,  it 
is  possible  to  take  an  inch  or  more  from  some 
measurements  without  realizing  it  at  all,  and 
when  inches  count  points  it  is  a  serious  matter. 

Hold  the  tape  lightly  then  and  just  firmly 
enough  to  prevent  it  from  slipping  down.  By 
looking  at  the  part  being  measured  you  can 
readily  see  if  the  tape  is  compressing  the  flesh  in 
the  least.  It  is  highly  essential  that  these  direc- 
tions be  followed  to  the  letter.  Any  individual 
variation  to  any  marked  degree  will  make  the 
comparisons  with  the  standards  less  valuable. 
Fortunately  it  is  a  simple  matter,  first — to  hold 
the  tape  lightly  so  as  not  to  compress  the  flesh  in 
the  least. 

The  second  important  point  is  that  in  meas- 
uring shoulder-girth,  upper  arm  girth,  hip,  thigh, 
and  calf  girth,  the  maximum  girth  must  be  taken. 
In  taking  the  shoulder  girth  it  is  necessary  to  see 
the  arrangement  of  the  tape  both  from  front  and 
from  side,  to  be  sure  that  it  includes  the  greatest 
possible  girth — taken  at  the  widest  part  of  the 
shoulders. 


32 


The  black  lines  show  where  the  tape  for  the  various 
measurements  is  to  go. 
(Boy's  score  115,  heavy  type,  age  14.) 


In  measuring  the  upper  arm  have  the  boy 
or  girl  raise  the  arm  horizontally.  Then  measure 
the  upper  arm  over  the  biceps.  Then  have  the 
biceps  contracted  as  fully  as  possible  and  measure 
at  the  point  of  maximum  girth.  The  difference 
between  the  first  and  second  measurements  is 
the  "difference"  mentioned  in  the  tables. 

CHEST-GIRTH.  There  is  less  uniformity 
in  taking  chest-girth  and  chest-expansion  than 
with  any  other  measurement.  It  is  taken  at 
different  places,  some  take  the  girth  with  the 
chest  relaxed,  and  the  "expansion"  is  the  differ- 
ence between  that  and  the  full  breath.  We  have 
found  that  the  relaxed  position  is  not  always  the 
same  with  the  same  person,  even  with  immediately 
successive  measurements.  This  is  especially  true 
when  children  become  self-conscious.  To  have 
measurements  we  can  rely  on  we  must  find  fairly 
fixed  qualities,  and  those  that  can  be  altered  only 
by  growth  or  special  training.  Our  "chest-girth," 
then,  means  the  chest  with  the  air  exhaled — a 
maximum  exhalation.  With  the  boy  the  measure- 
ment is  taken  about  an  inch  below  the  arm-pits; 
with  the  girl  at  the  9th  rib. 

When  taking  this  measurement  place  the 
tape  lightly  in  position,  taking  care  not  to  pull  it 
tightly.  Tell  the  child  to  take  a  big  breath — as 
big  as  possible.  Note  the  measurement.  Then 
tell  the  child  to  breathe  all  the  air  out — ALL  the 
air.  See  that  the  child  does  not  aid  expansion 
or  contraction  by  movements  of  shoulders.  Make 

33 


it  a  natural  breathing — but  a  maximum  and 
minimum  one.  When  maximum  exhalation  is 
reached,  note  the  girth  and  put  that  down  as 
"chest-girth,"  and  the  difference  between  this 
one  and  the  first  measurement — the  maximum 
inhalation — is  the  "chest  expansion"  of  the  tables. 
This  takes  practice,  of  course,  but  measuring 
after  a  time  becomes  almost  automatic,  only  see 
to  it  that  it  becomes  correctly  so. 

WAIST.  This  is  the  minimum  measure. 
See  that  the  subject  does  not  hold  the  abdomen 
in — making  a  small  measure.  Take  it  relaxed. 
This  measurement  does  not  count  in  the  scoring, 
but  it  aids  in  understanding  a  score  if  the  subject 
has  a  minus  for  nearly  all  girths,  in  which  case 
you  are  likely  to  find  an  excessively  large  waist- 
measure.  This  again  may  mean  an  unhealthy 
fatty  condition,  or  it  may  mean  that  a  flattened 
chest — caused  itself  by  some  breathing  obstruc- 
tion like  adenoids — is  forcing  the  abdomen  out 
unnaturally. 

HIPS.  Maximum  measurement.  Here,  as 
with  shoulders,  it  is  necessary  to  view  from  front 
and  side. 

THIGHS.  Maximum — to  crotch  and  just 
under  hip-muscles.  Hip  and  thigh  measurements 
are  not  as  significant  as  others,  and  so  are  given 
less  value. 

CALF.  Maximum.  This  can  usually  be  seen 
from  the  side,  though  a  glance  front  and  side 
makes  for  accuracy.  In  our  scoring,  we  take 
average  of  thighs  and  calves  and  count  twice. 

34 


SCORING. 

Find  the  table  that  shows  a  weight  nearest 
to  that  of  the  subject  for  the  same  height,  taken 
in  whole  inches.  That  is,  we  do  not  count  frac- 
tions of  an  inch  in  height.  When  the  weight 
comes  half  way  between  the  weights  given  for 
the  same  height  in  two  tables,  compare  the  sub- 
ject's weight  with  the  measurements  going  with 
the  lighter  weight.  If  the  child  is  a  typically 
"fat"  child,  no  score  can  be  made.  This  is  not  a 
normal  type. 

Start  with  a  score  of  100.  As  the  individual's 
measurements  go  above  or  below  standard  for 
the  same  height  and  weight,  points  are  added  to 
or  subtracted  from  100. 

With  shoulder-girth,  upper  arm  girths,  chest- 
girth,  and  calf-girth,  J4  inch  counts  a  point. 
With  the  "difference"  in  measurement  of  upper 
arm  on  contraction  of  biceps,  y%  inch  counts  a 
point.  With  chest-expansion  yB  inch  counts  a 
point.  With  hips  and  thighs,  Y^  inch  counts  a 
point  for  boys,  and  1  inch  counts  a  point  for  girls. 
Less  than  %  of  a  point  is  not  counted. 

Here  is  an  example.  The  upper  row  shows 
the  measurements  of  a  boy.  Below  them  are  the 
standard  measurements  for  a  boy  of  approximately 
the  same  height  and  weight.  Below  that  are  the 
respective  "plusses"  and  "minuses,"  according 
to  whether  the  measurements  are  above  or  below 
the  standard.  And  finally  there  is  the '  'score, ' '  which 
is  gained,  remember,  by  adding  or  subtracting 
the  sum  of  the  plusses  and  minuses  from  100. 

35 


60 

92 

35H 
35V8 

28  & 

28  H 

3^ 
3H 

8X2 
8^ 

1H 
U4 

8 

8 

IK 
IK 

25 

2534 

30 

30^ 

19 
18** 

12K 
12 

-1 

4-1  U 

4-1 

^1 

4-1  U 

+  2 

Adding  minus  and  plus  quantities  we  have 
+4.  100+4  =  104. 

A  score  of  104  is  very  satisfactory.  The  boy 
has  no  conspicuous  minus  quantities,  and  those 
he  has  can  be  made  up  in  two  or  three  weeks.  A 
girl  would  be  scored  the  same  way,  only  it  is  to  be 
remembered  that  with  girls  with  hip  and  thigh 
differences  from  standard  1  inch  counts  a  point. 

Remember,  too,  to  take  the  average  of  thighs 
and  calves  and  count  twice,  as  is  shown  in  the 
above  example. 

And  remember,  too,  that  this  scoring  is  really 
worth  while  with  healthy  children,  and  not  so 
much  with  children  who  have  malnutrition  or 
other  serious  ill. 

WHAT  CAN  BE  LEARNED  FROM  THE 

SCORES 

The  final  score  gives  a  boy  or  a  girl  an  oppor- 
tunity to  gain  a  fair  comparison  between  his  or 
her  muscular  development  and  an  ATTAINABLE 
and  satisfactory  standard  for  the  same  type  of 
build.  On  the  printed  record  blanks,  which  are 
arranged  so  that  the  scores  can  be  put  down  as  in 
the  example,  the  individual  can  see  just  where  he 
or  she  has  fallen  below  standard,  and  so  will  know 
just  which  points  need  special  exercise,  and  the 
physical  director  can  advise  in  this  matter.  It 


3fi 


aids  much,  after  that,  if  the  individual  is  enabled 
to  report,  at  reasonable  intervals,  to  see  if  the 
deficiencies  are  made  up.  Some  are  made  up 
very  rapidly. 

The  final  score  has  another  and  very  import- 
ant use.  By  means  of  taking  successive  scores 
real  improvement  can  be  distinguished  from  mere 
growth  gains.  It  is  too  common  to  term  these 
latter  "improvement."  When  an  individual  is 
taller  and  heavier,  all  the  other  measurements 
must  improve  in  proportion  in  order  to  maintain 
the  first  score.  Mere  growth  will  not  bring  up  a 
score.  If,  however,  the  score  actually  increases, 
then  some  or  all  of  the  other  measurements  must 
have  improved  more  than  was  necessary  for  pro- 
portional growth,  and  you  have  an  actual  IM- 
PROVEMENT registered.  This  is  a  very  signifi- 
cant matter,  and  a  great  aid  in  checking  up  the 
value  of  a  course  of  training,  it  being  thus  possible 
to  find  if  actual  improvement  follows  its  use. 
This,  perhaps,  is  the  most  valuable  achievement 
of  this  system. 


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DIRECTIONS  FOR  SCORING 

The  measuring  should  come  after  a  medical 
examination.  A  child  that  is  not  in  good  condi- 
tion cannot  be  expected  to  make  his  or  her  real 
score. 

The  measuring  is  done  in  pounds  and  in 
inches,  so  that  a  pair  of  scales  and  some  means 
for  measuring  height  will  be  needed,  as  well  as 
a  good  tape — preferably  steel. 

Remember  again  that  in  measuring  the  tape 
must  not  be  pulled  tightly.  It  must  not  compress 
the  flesh.  A  very  slight  pull  is  enough  to  hold  it 
in  position.  Great  care  must  be  taken  to  culti- 
vate the  habit  of  measuring  in  this  fashion. 

Read  previous  directions  as  to  the  different 
measurements  carefully,  and  when  the  measure- 
ments are  taken  score  as  follows:  Begin  with  100. 
Add  to  100  or  subtract  from  it  according  to 
whether  each  measurement  is  above  or  below 
standard.  With  shoulder-girth,  chest-girth  (after 
exhalation),  upper  arm  girth  and  thigh-girth  }/£ 
inch  counts  1.  With  chest-expansion  and  con- 
traction-difference of  upper  arm  y%  inch  counts  1. 
For  boys,  with  hips  and  thighs  y%  inch  counts  1, 
and  with  girls  1  inch  counts  1.  Do  not  use  frac- 
tions less  than  3/2  a  point. 

The  examining  physician  should  report  as  to 
which  class  a  girl  belongs — pre-adolescent  or  post- 
adolescent. 

53 


In  making  comparisons  with  the  tables,  find 
on  which  table  there  is  a  weight  nearest  to  that 
of  the  boy  or  girl  for  the  same  height.  Should 
the  subject's  weight  come  squarely  between  two 
weights,  then  compare  with  that  of  the  more 
slender  type. 

The  making  up  of  scores  and  keeping  of  the 
records  is  simplified  if  the  regular  standard  form  is 
used.  This  places  the  measurements  of  the  boy 
or  girl  on  one  line,  and  below  it  the  standard  for 
the  same  height  and  weight,  and  below  that  the 
results  of  the  comparisons  between  the  subject's 
measurements  and  the  standard — the  "plusses" 
and  "minuses"  so  to  speak.  It  is  easy  then  to 
sum  up  the  plusses  and  minuses  and  add  the 
result  to  the  100. 


64 


APPENDIX 

In  a  Brooklyn,  N.  Y.,  public  school  were  73 
boys  13  years  old  in  the  5th,  6th,  7th  and  8th 
grades.  Each  grade  was,  as  is  usual,  divided  into 
two  sections  a  half-year  apart,  termed  5A,  5B, 
6A,  6B,  etc.  These  boys  were  measured  accord- 
ing to  the  height-weight  system,  their  scores 
found,  and  correlated  with  their  grade  standing. 
The  co-efficient  of  correlation  was  .454  and  the 
probable  error  .0627. 

The  grade  scores  were  as  follows: 

8B  100,  8A  90,  7B  87.3, 7A  85.4,  6B  83.5,  6A 
80.3,  5B  80.3,  5A  78.4. 

The  above  shows  clearly  to  those  not  ac- 
quainted with  "coefficients  of  correlation"  how 
steadily  the  physical  score  improved  with  the 
school  grade  for  boys  of  the  same  age.  In  other 
words,  there  seemed  to  be  some  relation  between 
mental  and  physical  efficiency. 

A  few  years  ago  159  boys  in  the  Speyer 
School,  an  experimental  school  run  jointly  by 
Teachers  College  and  the  Public  School  System 
of  New  York,  were  given  their  physical  standards. 
These  boys  entered  in  the  same  grade,  but  were 
ranked  according  to  intelligence,  after  the  most 
painstaking  testing  on  the  part  of  experts.  These 
boys  were  grouped  in  7  classes,  with  the  brightest 
in  No.  1.  The  7  classes  had  the  following  physi- 
cal scores  as  class  averages:— 

55 


1  =  95.1,  2  =  93,  3  =  85.5,  4  =  89.2,  5  =  82.7, 
6  =  80.2,7  =  80.9. 

In  other  words,  there  was  a  difference,  even 
in  the  same  grade,  when  boys  of  a  different  grade 
of  intelligence  were  scored  physically. 

One  more  example — this  from  the  Singerley 
(public)  school  of  Philadelphia.  At  the  time  of 
measuring  there  were  67  boys  13  years  old  in  the 
grades  from  5  A  to  8  B,  inclusive.  The  average 
of  the  physical  scores  for  each  grade  were  as  fol- 
lows:— 

8th  Grade  95,  7th  93.1,  6th  86.9,  5th  86.7. 

If,  then,  there  is  a  relationship  between 
mental  and  physical  efficiency,  having  a  requisite 
muscular  strength  is  more  important  than  many 
of  us  have  thought.  It  means  more  to  a  boy  or 
girl,  evidently,  than  mere  athletic  ability! 


Record  Blanks  for  Physical 
Standards 


50  Loose-leaf  Record  Blanks  50c.     Size  6%  x 
inches.     Special  quotations  on  large  quantities. 

Seperate  forms  are  available  for  boys  and  for  girls. 
In  ordering  please  specify  which  form  is  desired. 

Loose-leaf  Binders  to  hold  140  blanks  $1.50. 

These  binders  have  stiff  covers  bound  in  brown 
cloth  like  this  handbook. 

Steel  Containers,  with  telescoping  cover  to  hold 
1000  blanks,  $2.00.     Size  4x4x7  inches. 

The  Academy  Press 

Carteret  Place,  Orange,  N.  J. 


57 


Character  Development 

A  Practical  Graded  School  Course 

by 
CHARLES  KEEN  TAYLOR,  B.  S.,  M.  A. 


While  appealing  strongly  to  parents  and  others 
interested  in  education,  this  book  is  intended  chiefly  as 
a  manual  for  the  use  of  teachers  in  the  primary  and 
grammar  schools,  and  contains  detailed  plans  for  the 
carrying  on  of  a  complete  system  of  moral  education. 
Mr.  Taylor  endeavors  to  bring  in  the  entire  moral  field, 
considering  the  morality  that  should  govern  men  as 
citizens,  as  workers,  and  as  private  individuals. 

A  part  of  this  system  is  the  correlation  and  direc- 
tion of  activities  already  in  the  school;  but  two  new 
activities  are  added — an  unusual  physical  training 
system  for  boys  and  a  domestic-science  course  for  girls. 
In  the  physical  work  a  method  is  provided  by  which 
boys  become  so  interested  in  their  physical  development 
that,  by  using  this  interest  as  a  lever,  their  character  can 
be  profoundly  influenced  for  good.  The  domestic- 
science  plan  includes  the  establishing  of  "model  homes," 
for  girls  as  low  as  the  third  grade.  In  these  model 
homes,  under  suitable  direction,  the  girls  are  instructed 
in  matters  pertaining  to  the  home,  from  housekeeping 
and  home  sanitation  to  the  actual  care  of  infants. 

12mo.   Cloth.   242  pages.   $1.00  net.  Postage,  10  cents. 


THE  JOHN  C.  WINSTON  COMPANY 
Publishers  Philadelphia 

See  the  following  page  for  press  comments  and  opinions 
of  educators. 


58 


Opinions  of  Educators  Familiar  with  Mr.  Taylor's 
Book  "  Character  Development " 


"Mr.  Taylor's  book  is  remarkable,  not  only  because  it  is  a 
first  attempt  at  the  solution  of  a  very  difficult  problem,  the  organ- 
izing of  a  definite  programme  of  moral  training  for  the  eight  grades 
of  the  elementary  school,  but  also  because  Mr.  Taylor  appears  to 
have  produced  a  good  workable  programme  which  can  be  recom- 
mended for  trial."  LIGHTNEB  WITMER, 
Director,  Psychological  Laboratory  and  Clinic, 

University  of  Pennsylvania. 

"It  is  especially  acceptable  for  the  reason  that  I  believe  we 
need  to  give  some  positive  instruction  concerning  the  elements  of 
character  and  furnish  the  youth  of  the  country  some  definite 
standards."  MASON  8  STONE, 

State  Superintendent  of  Education,  Vermont. 

"We  have  given  this  book  a  careful  examination  and  are  glad 
to  be  able  to  endorse  the  work.  It  seems  to  us  that  it  has  a  good 
point  of  view.  One  of  the  most  difficult  things  in  the  whole  edu- 
cational field  is  to  teach  lessons  in  morals  successfully." 

E.  I.   MATHES, 
Principal,  State   Normal  School,  Bellingham,  Washington. 

"It  will  be  very  helpful  to  our  teachers  in  reaching  pupils  who 
otherwise  would  take  little  interest  in  this  kind  of  work." 

I.  I.   CAMMACK, 

Superintendent  of  Schools,    Kansas  City,  Mo. 

"Mr.  Charles  K.  Taylor  has  for  many  years  made  a  special 
study  of  psychology  and  its  application  to  the  morals  and  the 
physical  and  mental  development  of  the  young.  His  latest  work, 
Character  Development,  is  without  a  rival  in  its  clear  presentation 
of  the  subject.  It  should  be  in  the  hands  of  every  teacher  and  it 
also  should  be  in  every  public  library  in  the  country." 

ANDREW  J.   MORRISON, 
Principal,    Northeast   High  School,  Philadelphia. 

"I  received  the  book,  Character  Development,  and  I  must 
say  that  it  is  the  best  work  on  that  subject  that  I  have  ever  seen. 
It  should  be  in  the  hands  of  every  teacher,  and  I  shall  take  pleasure 
in  recommending  it  to  the  teachers  under  my  supervision." 

R.    A.   MARSH, 
Hidalgo  County  School  Superintendent,   Texas. 

12mo.   Cloth.    242  pages.    $1.00  net.    Postage,  10  cents. 


THE  JOHN  C.  WINSTON  COMPANY 
Publishers  Philadelphia 


59 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


A    001  342  659    8 


SOUTHERN  BRANUn, 

UNIVERSITY  OF  CALIFORNIA, 

LIBRARY, 

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